Paper presented at 18th Annual Meeting of the National Association for Gifted Children, Chicago, Illinois, May 3-5, 1971. (CB)

Of 37 13- to 17-year-old students participating in a creative theater class, the ones with more experience scored significantly higher on creativity tests (Torrance Tests of Creative Thinking and Something About Myself Checklist) than their less experienced counterparts. (CL)

Unique experiences of transcendental levels of awareness are examined relative to theories of Maharishi Mahesh Yogi, Plato, and C. Jung; autobiographical reports by geniuses of their creative processes; correlations measured between transcendental experiences, physiological functioning creative ability; and the effect of these experiences on…

Teaching gifted students to think creatively may follow the AUTA model: awareness of creativity, understanding of creativity, techniques of creativity, and finally, actualization--development of creative talents. (CL)

Provides a definition of creative thinking and describes the objectives, design, and outcomes of creative thinking workshops. Gives examples of workshop exercises intended to encourage self-confidence, curiosity, and risk taking, which in turn influence the ability to tap one's potential for creativity. (SK)

The article describes ways to use picture books with young children to develop the creative thinking skills, including fluency, flexibility, originality, elaboration, and evaluation. About 50 recommended picture books are listed. (DB)

The 10 rational processes (which include recalling and imagining, classifying and generalizing, comparing and evaluating, analyzing and synthesizing, and deducting and inferring) are examined from a cultural and historical perspective, with particular emphasis on the suprarational aspects of creative thinking. A three stage model for facilitating…

The author discusses the role of the visual arts in helping people deal creatively with their struggles while enhancing their creative abilities. Lists of media, materials, techniques, events, names of artists, art careers, and modes of expression are included. (CL)

Twenty skills are identified and illustrated by example activities which should help the student receive, organize, and analyze data; manipulate it at a symbolic or model level; and treat it in imaginative ways through purposeful distortion and fantasy. (CL)

Uses Darwin's evolution theory as put forth in "The Descent of Man" as an analogy to explain the relationship between creativity in childhood and adulthood, concentrating on source and continuity. Also discusses creativity in childhood and differences between children's and adults' creativity. (DR)

Creativity is universal and not limited by age. Creative acts help in understanding the meaning of life and aging; they contribute to well-being and life satisfaction. Programs such as Elderhostel and California's Creative Aging Workshops nurture creativity in older adults. (SK)

Qualities of the creative mind are documented, including the ability to: let ideas come rather than chase after them, get in touch with the absurd, keep goals in sight, take ideas to the next stage, and have dialogue with intuitions. Inhibitors of creative growth include bottom-line thinking, cynicism, labeling, and outcome anxiety. (JDD)

This paper explores connections between Kirton's Adaption-Innovation Theory of cognitive style and Koestler's bisociative theory of the creative act. The three Kirton factor/traits (sufficiency of originality, efficiency, and rule/group conformity) are integrated into Koestler's conceptual framework of the creative act which stresses the creation…

This study, with 46 college students, found that participation in exercise, music, and exercise with music increased fluency aspects of creativity but not originality or elaboration. (DB)

This study reports creativity policies and practices used by Central Florida corporations. Survey responses (n=105) indicated that businesses are using a variety of creativity techniques with usage greater among the newer companies but that these techniques are not yet a formal part of business operations. (DB)